题名

國中生考試愉悅歷程模式之驗證與分析

并列篇名

The Verification and Analysis of the Test Enjoyment Process Model of Junior High School Students

DOI

10.6251/BEP.202206_53(4).0007

作者

林宴瑛(Yen-Ying Lin)

关键词

考試愉悅 ； 控制─價值模式 ； 認知─動機模式 ； test enjoyment ； control-value theory ； cognitive-motivational model

期刊名称

教育心理學報

卷期/出版年月

53卷4期（2022 / 06 / 01）

页次

923 - 947

内容语文

繁體中文
中文摘要

考試情緒屬於課業情緒，可區分為考試前與考試後情緒。有關考試情緒的探討，多數仍聚焦於考試焦慮，較少研究關注正向考試情緒。愉悅是正向情緒中相當重要且基本的情緒，對於學生在課室中的學習投入至關重要。基於此，本研究主要探討考試前、後愉悅情緒，並進而探討其與前因及後果變項之關聯，以全面了解愉悅情緒在考試歷程中對學生學習策略及成就所發揮之效果。本研究目的為：（1）建構「考試愉悅歷程模式」，考驗模式與觀察資料的適配度；（2）分析控制─價值評估對考試前愉悅及動機／情感調整策略的直接效果，及考試前愉悅、動機／情感調整策略對考試知覺滿意、考試後愉悅、考試成績之預測效果。為完成上述研究目的，本研究抽取臺灣地區1,321名國中生，所蒐集資料以結構方程模式進行統計考驗。研究結果顯示：（1）考試歷程模式具有理想的整體適配度與內在品質，適合用來解釋國中生的資料；（2）國中生的控制、價值評估能預測考試前愉悅與動機／情感調整策略；考試前愉悅能正向預測動機／情感調整策略、考試知覺滿意與考試後愉悅；動機／情感調整策略能預測考試後愉悅與考試成績，並透過考試後愉悅間接預測考試成績。本研究根據研究結果在理論及實務上的涵義進行討論，並提出未來研究之建議。
英文摘要

Studies have verified that academic emotions are discrete and highly related to learning motivation and achievement performance (Pekrun, 2008; Pekrun et al., 2002b). However, most investigations into academic emotions have focused on negative emotions, such as test anxiety, with fewer exploring positive emotions, such as enjoyment, pride, and hope (Pekrun et al., 2002a). Many studies in positive psychology have reported that positive emotions play a key role in human development (Seligman & Csikszentmihalyi, 2000). Nevertheless, research focusing on positive academic emotions remains rare. As Pekrun et al. (2002a) stated, learner with positive emotions can foresee goals and challenges, increase resilience to protect physical and mental health, increase a sense of attachment to important others. Therefore, positive academic emotions merit investigation. With reference to different learning situations, academic emotions can be divided into those that are class-related, learning-related, and test-related (Pekrun et al., 2002b). Test-related emotion, for example, refers to various subjective emotions related to exam taking (Pekrun et al., 2004). Because exams are events that can be anticipated and recalled, test emotions can be further divided into pretest and posttest emotions in relation to the examination process (Schutz & Decuir, 2002). Most research on test emotions has centered on test anxiety, with fewer studies examining positive test emotions. According to Pekrun et al. (2002a), enjoyment is always accompanied by adaptive learning behaviors, such as the use of in-depth learning strategies, steady and continual effort, and high-level self-regulation, which can promote learning effectiveness. This means that enjoyment is a basic and crucial positive emotion that can play a major role in students' learning engagement in the classroom. In the theoretical construction of academic emotions, control-value theory (Pekrun, 2000; Pekrun et al., 2002b) explains the antecedent variables of academic emotions. Control-value theory holds that cognitive appraisals related to control and value are the main variables affecting academic emotions. Control-related cognitive appraisals refer to the influence of an individual's personal perception on their actions and results and include action-control, action-outcome, and situation-outcome expectancy (Pekrun, 2005). This study applied self-efficacy and effort belief as control-related cognitive appraisal variables to predict the emotions experienced by students in test situations. Value-related cognitive appraisals refer to the degree to which learners subjectively value their actions and results (Pekrun et al., 2010) and include intrinsic and extrinsic values. In this study, we selected goal orientation as the value-related cognitive appraisal variable. The cognitive-motivation model can be applied to explain the consequence variables of academic emotions. Pekrun et al. (2002b) advocated that learners' academic emotions affect their learning performance through motivation, strategies for learning, cognitive resources, and self-regulation. In this study, we selected motivational/emotional self-regulated strategies as cognitive-motivation variables to understand how test emotions affect academic achievement through motivational/emotional self-regulated strategies. Grounded in control-value theory and the cognitive-motivation model of academic emotions, this research explored test enjoyment. We collected information about enjoyment before and after a test and then examined the related antecedents and consequences to elucidate the effects of test enjoyment on students' learning strategies and achievements during the test process. Accordingly, the objectives of the study were (1) to construct and verify the test enjoyment process model and (2) to analyze the following predictive effects: (a) control-value appraisals in relation to pretest enjoyment and motivational/emotional self-regulated strategies (b) and pretest enjoyment and motivational/emotional self-regulated strategies in relation to perceived test satisfaction, posttest enjoyment, and test scores. Data collected from seventh-to-ninth-grade junior high school students (N = 1321; 668 boys) from 12 schools (51 classes) in Taiwan were examined. Data collection was conducted in two waves. The first wave was conducted 1 week before the second sectional test. Scales measuring self-efficacy, effort belief, goal orientation, and pretest enjoyment were applied in that order. The second wave was conducted within 1 week after the second sectional test. Scales measuring motivational/emotional self-regulated strategies, test perception satisfaction, and posttest enjoyment were employed in that order. All scales referred to the students' mathematics classes, and participants were requested to input their second sectional mathematics test scores on the scales. This study applied structural equation modeling to analyze the data using LISREL8.80. To assess the model fit, we used well-established indices, namely root mean square error of approximation (RMSEA; ＜ .08), goodness of fit index (GFI), normed fit index (NFI), nonnormed fit index (NNFI), comparative fit index (CFI), and incremental fit index (IFI; ＞ .90) in addition to chi-square test statistics. The results revealed that the test enjoyment process model was supported by the observed data; χ^2(184, N = 1321) = 1979.17, p ＜ .05; RMSEA = .086, GFI = .88, NNFI = .92, NFI, CFI, and IFI all equal .94. This results show that in addition to test anxiety, junior high school students also experience positive emotions, such as enjoyment, during math exams, and with the different test time points, there are different predictive relationships between test enjoyment and its antecedent and consequential variables. In other words, the results of this study support the important claim that ＂the academic emotional process composed of control-value theory and cognitive-motivation model is a cyclic process＂ (Pekrun, 2000; Pekrun et al., 2002b). In terms of the direct predictive effect of latent independent variables, self-efficacy (γ_(11) = .37), effort belief (γ_(12) = .06), approach mastery goal (γ_(13) = .35), avoidance mastery goal (γ_(14) = -.14), and approach performance goal (γ_(15) = .08) predicted pretest enjoyment. Furthermore, self-efficacy (γ_(21) = .09), effort belief (γ22 = .18), approach mastery goal (γ_(23) = .12), avoidance mastery goal (γ_(24) = .19), and approach performance goal (γ_(25) = .14) positively predicted motivational/emotional self-regulated strategies. No direct effect was observed for avoidance performance goal. In terms of the direct predictive effect of latent dependent variables, pretest enjoyment positively predicted motivational/emotional regulated strategies (β_(21) = .12), perceived test satisfaction (β_(31) = .23), and posttest enjoyment (β_(41) = .15); motivational/emotional self-regulated strategies positively predicted posttest enjoyment (β_(42) = .07) and test scores (β_(52) = .11); perceived test satisfaction positively predicted posttest enjoyment (β_(54) = .74); and, finally, posttest enjoyment positively predicted test score (β_(65) = .45). Regarding the indirect predictive effects of latent independent variables on latent dependent variables, first, self-efficacy, effort belief, approach mastery goal, avoidance mastery goal, and approach performance goal had an indirect effect on motivational/emotional self-regulated strategies through pretest enjoyment. Second, self-efficacy, effort belief, approach mastery goal, avoidance mastery goal, and approach performance goal had an indirect effect on perceived test satisfaction through pretest enjoyment. Third, self-efficacy, effort belief, approach mastery goal, avoidance mastery goal, and approach performance goal had an indirect effect on posttest enjoyment through pretest enjoyment, motivational/emotional self-regulated strategies, and perceived test satisfaction. Finally, self-efficacy, effort belief, approach mastery goal, avoidance mastery goal, and approach performance goal had an indirect effect on test scores through pretest enjoyment, motivational/emotional self-regulated strategies, perceived test satisfaction, and posttest enjoyment. These results support control-value theory and the cognitive-motivation model of academic emotions, indicating that cognitive appraisal variables can predict test emotions, and test emotions can predict test scores through cognitive-motivational variables. On the basis of the study findings, suggestions are made for future research and practical applications of teaching.
主题分类 社會科學 > 心理學
社會科學 > 教育學
参考文献
  1. Wang, H.-H.,Lin, C.-Y.(2020).Learning for duty or enjoyment: Two paths to fulfillment in learning for Taiwanese high school students in the Confucian cultural context.Journal of Research in Education Sciences,65(1),271-296.
    連結：
  2. 林宴瑛, Y.-Y.,程炳林, B.-L.(2014)。超越四向度：六向度目標導向模式之驗證與分析。教育心理學報，46，117-140。
    連結：
  3. 林宴瑛, Y.-Y.,程炳林, B.-L.(2012)。環境目標結構與控制－價值信念對學業情緒之效果。教育心理學報，44，49-72。
    連結：
  4. 陳嘉成, C.-C.,陳柏霖, P.-L.,洪兆祥, C.-H.,薛人華, J.-H.(2018)。劍的雙面刃－國中數學科不同成就學生學習組型差異之分析。教育科學研究期刊，63(3)，105-130。
    連結：
  5. 彭淑玲, S.-L.,程炳林, B.-L.(2005)。四向度課室目標結構、個人目標導向與課業求助之關係。師大學報：教育類，50(2)，69-95。
    連結：
  6. 彭淑玲, S.-L.,黃博聖, P.-S.,陳學志, H.-C.(2019)。學習情境中的個人成就目標與作弊接受度之關係：以學業自我效能為調節變項。教育科學研究期刊，64(4)，87-113。
    連結：
  7. 程炳林, B.-L.(2006)。主觀能力與逃避策略之關係。師大學報：教育類，52(2)，1-24。
    連結：
  8. 程炳林, B.-L.(2003)。四向度目標導向模式之研究。師大學報：教育類，48(1)，15-40。
    連結：
  9. 程炳林, B.-L.,林清山, C.-S.(2002)。學習歷程前決策與後決策階段中行動控制的中介角色。教育心理學報，34，43-60。
    連結：
  10. Bandalos, D. L.(2002).The effects of item parceling on goodness-of-fit and parameter estimate bias in structural equation modeling.Structural Equation Modeling,9,78-102.
  11. Bandalos, D. L.,Yates, K.,Thorndike-Christ, T.(1995).Effects of math self-concept, perceived self-efficacy, and attributions for failure and success on test anxiety.Journal of Educational Psychology,87,611-623.
  12. Bandura, A.(1986).Social foundations of thought and action: A social cognitive theory.Prentice-Hall.
  13. Barron, K. E.,Harackiewicz, J. M.(2001).Achievement goals and optimal motivation: Testing multiple goal models.Journal of Personality and Social Psychology,80,706-722.
  14. Boekaerts, M.(2002).The on-line motivation questionnaire: A self-report instrument to assess students’ context sensitivity.Advances in motivation and achievement: New directions in measures and methods
  15. Bruch, M. A.,Juster, H. R.,Kaflowitz, N. G.(1983).Relationships of cognitive components of test anxiety to test performance: Implications for assessment and treatment.Journal of Counseling Psychology,30,527-536.
  16. Burić, I.(2015).The role of social factors in shaping students’ test emotions: A mediation analysis of cognitive appraisals.Social Psychology of Education,18,785-809.
  17. Cassady, J. C.,Johnson, R. E.(2002).Cognitive test anxiety and academic performance.Contemporary Educational Psychology,27,270-295.
  18. Dettmers, S.,Trautwein, U.,Lüdtke, O.,Goetz, T.,Frenzel, A. C.,Pekrun, R.(2011).Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes.Contemporary Educational Psychology,36,25-35.
  19. Doll, W. J.,Xia, W.,Torkzadeh, G.(1994).A confirmatory factor analysis of the end-user computing satisfaction instrument.MIS Quarterly,18,453-461.
  20. Eccles, J.(1983).Expectancies, values & academic behaviors.Achievement and achievement motives
  21. Eccles, J. S.,Wigfield, A.(2002).Motivational belief, values, and goals.Annual Review of Psychology,53,109-132.
  22. Elliot, A.,McGregor, H.(2001).A 2×2 achievement goal framework.Journal of Personality and Social Psychology,76,501-519.
  23. Finney, S. J.,Perkins, B. A.,Satkus, P.(2020).Examining the simultaneous change in emotions during a test: Relations with expended effort and test performance.International Journal of Testing,20,274-298.
  24. Fredrickson, B. L.(2001).The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions.American Psychologist,56,218-226.
  25. Hagenauer, G.,Hascher, T.(2014).Early adolescent’s enjoyment experienced in learning situations at school and its relation to student achievement.Journal of Education and Training Studies,2,20-30.
  26. Kleine, M.,Goetz, T.,Pekrun, R.,Hall, N.(2005).The structure of students’ emotions experienced during a mathematical achievement test.ZDM. International Reviews on Mathematical Education,37,221-225.
  27. Lin, Y.-Y.,Cherng, B.-L.,Chen, H.-C.,Peng, S.-L.(2017).The moderating effects of goal orientations and goal structures on test-preparation strategies for Taiwanese students.Learning and Individual Differences,56,68-75.
  28. Linnenbrink, E. A.(2005).The dilemma of performance-approach goals: The use of multiple goal contexts to promote students’ motivation and learning.Journal of Educational Psychology,97,197-213.
  29. Malanchini, M.,Wang, Z.,Voronin, I.,Schenker, V. J.,Plomin, R.,Petrill, S. A.,Kovas, Y.(2017).Reading self-perceived ability, enjoyment and achievement: A genetically informative study of their reciprocal links over time.Developmental Psychology,53,698-712.
  30. Middleton, M. J.,Midgley, C.(1997).Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory.Journal of Educational Psychology,89,710-718.
  31. Midgley, C. Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., Gheen, M., Kaplan, A., Kumar, R., Middleton, M. J., Nelson, J., Roeser, R., & Urdan, T. (2000). Manual for the Patterns of Adaptive Learning Scale. University of Michigan. http://websites.umich.edu/~pals/PALS%202000_V13Word97.pdf
  32. Murdock, T. B.,Anderman, E. M.(2006).Motivational perspectives on student cheating: Toward an integrated model of academic dishonesty.Educational Psychologist,41,129-145.
  33. Nicholls, J. G.(1989).The competitive ethos and democratic education.Harvard University Press.
  34. Nolen, S. B.(1988).Reasons for studying: Motivational orientations and study strategies.Cognition and Instruction,5,269-287.
  35. Otis, N.,Grouzet, F. M. E.,Pelletier, L. G.(2005).Latent motivational change in an academic setting: A 3-year longitudinal study.Journal of Educational Psychology,97,170-183.
  36. Pekrun, R.(2005).Progress and open problems in educational emotion research.Learning and Instruction,15,497-506.
  37. Pekrun, R.(2000).A social-cognitive, control-value theory of achievement emotions.Motivational psychology of human development
  38. Pekrun, R.(2008).Assumptions of the control-value theory of achievement emotions.International Journal of Psychology,43(3–4: Abstracts of the Ⅹ?Ⅹ International Congress of Psychology),385.
  39. Pekrun, R.,Elliot, A. J.,Maier, M. A.(2009).Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance.Journal of Educational Psychology,101,115-135.
  40. Pekrun, R.,Elliot, A. J.,Maier, M. A.(2006).Achievement goals and discrete achievement emotions: A theoretical model and prospective test.Journal of Educational Psychology,98,583-597.
  41. Pekrun, R.,Goetz, T.,Daniels, L. M.,Stupnisky, R. H.,Perry, R. P.(2010).Boredom in achievement setting: Exploring control-value antecedents and performance outcomes of a neglected emotion.Journal of Educational Psychology,102,531-549.
  42. Pekrun, R.,Goetz, T.,Frenzel, A. C.,Barchfeld, P.,Perry, R. P.(2011).Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ).Contemporary Educational Psychology,36,36-48.
  43. Pekrun, R.,Goetz, T.,Perry, R. H.,Kramer, K.,Hochstadt, M.,Molfenter, S.(2004).Beyond test anxiety: Development and validation of the Test Emotions Questionnaire (TEQ).Anxiety, Stress, and Coping,17,287-316.
  44. Pekrun, R.,Goetz, T.,Titz, W.,Perry, R. P.(2002).Positive emotions in education.Beyond coping: Meeting goals, visions, and challenges
  45. Pekrun, R.,Goetz, T.,Titz, W.,Perry, R. P.(2002).Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research.Emotions in Education: A Special Issue of Educational Psychologist,37,91-105.
  46. Perry, R. P.,Hladkyj, S.,Pekrun, R. H.,Pelletier, S. T.(2001).Academic control and action control in the achievement of college students: A longitudinal field study.Journal of Educational Psychology,93,776-789.
  47. Plass, J. A.,Hill, K. T.(1986).Children’s achievement strategies and test performance: The role of time pressure, evaluation anxiety, and sex.Developmental Psychology,22,31-36.
  48. Şanlı, C.(2021).The relation between task value, test anxiety and academic self-efficacy: A moderation analysis in high school geography course.Participatory Educational Research,8(1),265-278.
  49. Schutz, P. A.,Davis, H. A.(2000).Emotions and self-regulation during test-taking.Educational Psychologist,35,243-256.
  50. Schutz, P. A.,DeCuir, J. T.(2002).Inquiry on emotions in education.Educational Psychologist,37,125-134.
  51. Seligman, M. E. P.,Csikszentmihalyi, M.(2000).Positive psychology: An introduction.American Psychologist,55,5-14.
  52. Szczygieł, M.(2020).More evidence that math anxiety is specific to math in young children: The correlates of the Math Anxiety Questionnaire for Children (MAQC).International Electronic Journal of Elementary Education,12,429-438.
  53. Zeidner, M.(2007).Test anxiety in educational contexts: Concepts, findings, and future directions.Emotion in education
  54. 毛國楠, K.-N.,程炳林, B.-L.(1993)。目標層次與目標導向對大學生自我調整學習歷程之影響。教育心理學報，26，85-106。
  55. 李俊青, C.-C.,程炳林, B.-L.(2006)。學業情緒之控制－價值與認知－動機中介模式之分析。2006 年台灣心理學年會，臺北=Taipei:
  56. 李宸緯, C.-W.(2012)。國立成功大學=National Cheng Kung University。
  57. 林宴瑛（計畫主持人）, Y.-Y.(Principal Investigator)(2019)。科技部補助專題研究計畫成果報告科技部補助專題研究計畫成果報告,科技部=Ministry of Science and Technology。
  58. 林宴瑛, Y.-Y.(2012)。國立臺灣師範大學=National Taiwan Normal University。
  59. 施怡如, Y.-R.(2011)。國立成功大學=National Cheng Kung University。
  60. 陳正昌, J.-C.,程炳林, B.-L.,陳新豐, S.-F.,劉子鍵, Z.-J.(2009).多變量分析方法：統計軟體應用.五南=Wu-Nan.
  61. 程炳林（計畫主持人）, B.-L.(Principal Investigator)(2016)。科技部補助專題研究計畫成果報告科技部補助專題研究計畫成果報告,科技部=Ministry of Science and Technology。
  62. 黃豊茜, L.-C.(2010)。國立成功大學=National Cheng Kung University。
  63. 劉玉玲, Y.-L.,沈淑芬, S.-F.(2015)。數學自我概念、數學學習策略、數學學業情緒與數學學業成就之研究－自我提升模式觀點。教育心理學報，46，491-516。
print cancel